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Abstract
Mathematics performance data were collected by the MaLT project in February and March 2005 from a nationally representative sample of 12 591 pupils aged 5–14 from 111 schools in England. The tests for each year group were vertically equated using Rasch methodology and the scores were then age-standardised. Single year and three year sub-sample scores enabled comparisons to be made between maturation (within-year) and year-group (between year) effects: rates of progress appear to decline with curriculum experience, being ultimately negative, such that progress almost plateaus between age 11 to 14. Particular, notable features at years 2, 6 and 9 are discussed.